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2 Background/Overview History /Themes and Program Dynamics Development and Implementation Components: Program Design/Curriculum Program strands/common components Course Sequence/Classes/ Contract development Infrastructure Faculty Team/ Personnel/Production and Development Ongoing Assessment Review/approval committees Faculty Assignments Technology Campus Support services WASC Accreditation Maintenance and Expansion Orientation programs and commencement event Community of Learners research project Cohort cocaptains Alumni association- online with regular meetings, employer participation, webinars, etc. Scholarship program-annual -$500 IDT Certificates- 2 levels -9 units and 15 units; package program elements; use with new MS in Nursing Administration degree in 2009 Model for other online degree programs on campus Unexpected issues-ethics and problem solving scenarios in intake interview and orientation activities Current Issues in the Field THANK YOU VERY MUCH!!

3 Program Websitemsidt.fullerton.edu

4 Background and Overview Large, urban, comprehensive BA and Masters degree institution (36,000 students, 2200 faculty). As part of a 23-campus state system, other sister campuses began launching online degree programs. In 2001, Vice President for Academic Affairs set a goal of developing two new online degree programs. School (now College) of Education was invited to be the pilot program. MS in Instructional Design and Technology was 1 st online degree at CSUF-almost 10 years old-fall, 2011! Emphasis on online learning, training, curriculum developmenttutorials, CD support, workshops, assessment tools, etc. Primarily postsecondary and corporate/business professionals

5 Themes/Program Dynamics synergy and shared commitment university support administration, faculty & students reshaping the bureaucracy/living on air governance dynamics; interdisciplinary involvement creation of team working principles unique cohort learning expectations struggle with technology (at 1 st ) impact as practical professional program in business/industry program culture and traditions-orientations, commencement and alumni association alumni leadership on national basis- Bob Wood and others willingness to experiment and refine; flexibility

6 Logistics WHO? Support came from the top administrative levels. In addition, Academic Affairs (AA) joined with University Extended Education (UEE) for funding. WHO ELSE? The Associate Dean in the College was charged with convening and working closely with a subgroup of interdisciplinary Education faculty and a faculty workgroup manager. WHEN? The workgroup met intensively each week during the summer and regular semesters. HOW? All faculty members of the workgroup were compensated for their time with funds from AA and UEE.

8 Chronology of Major Activities Faculty workgroup developed curriculum, wrote course proposals (summer 2001), and began campus program approval process (fall 2001); Conducted market survey, developed program features, admissions criteria, and assessments; created website; implemented administrative support and infrastructure (fall and spring semesters); Secured campus approval (spring 2002); Secured Western Association of Schools and Colleges (WASC) accreditation (summer 2002); Admitted 1 st cohort of 23 students who attended the on-campus orientation-september 13, 2002; now in 7 th cohort with 25 students for fall, 2008

9 Program Design MSIDT Degree is an online cohort program and practical professional program Core Classes and Sequence combines theory and practice in Instructional Design so graduates will become experts in designing instructional programs and materials for optimum learning in an electronic environment. 30-unit Fully Accredited Program-WASC All courses reflect an understanding of how adults learn. Courses are designed to activate students prior knowledge and to connect their prior knowledge with the course content. Culminating Project- practical application in workplace setting; begin to develop focus from beginning of program; reflect in initial essay, discuss and refine with advisement at midpoint symposium and with instructors throughout program; work alone in final term segment with faculty point person

11 Curriculum Analysis of 15 key programs Worked as team to develop theoretical framework with interlinking and sequential course concepts, content and integration of program strands Controversy over course titles, curriculum purview, faculty credibility in writing curriculum, territorial maneuvering, etc.

12 Student Learning Objectives/Program Strands/Common Components/Assignments Each course has objectives and activities intertwining and linking the strands throughout the program: Assessment/Evaluation Collaboration Critical Thinking and Problem Solving Media Literacy Research Written Communication Assessment/Assignment Matrix CD Portfolio and Reflection after each term segment

18 Development Production Team/Creation and Delivery Subject Matter Expert / Instructor (contract) Project Manager (Program Coordinator) Instructional Designer (DE) Web Developer (support from FDC) Student Assistant (now administrative support position) Course is revisited once it has been delivered; also annual team discussion-spring Now more seamless due to faculty expertise

19 Ongoing Assessment Course assessments reflect multiple measures (23 different types): Group discussions. Research/learning application activities. Study reports and self-assessment. Research papers. Mid-term and final exams. Small group presentations/peer critiques CD Portfolio and Reflection after each term segment External evaluator-anonymous postings-blackboard site

21 Faculty Assignments Hiring process in interdisciplinary program Not aligned with any on department Chair agreement and support is key Juxtaposition with home department and intermittent teaching in MSIDT program Program council separate from MSIDT Team- working group (1 st couple years;now team only) FT university faculty as well as PT faculty from profession-business/corporate settings and previous graduates Shared values and commitment to quality

23 Campus Support Services Develop new working relationship with very small unit Reshape policies and timing- almost a 24/7 open door working relationship- online evaluations, scheduling, grade reporting,bookstore ordering process, Admissions and Records, Business and Financial Affairs, etc. Special working relationship with libraryintegration with digital library and synergy with common issues with distance learning-dr. Susan Tschabrun

24 WASC Accreditation Developed Substantive Change proposal for WASC review No CSU Trustee approval fast-track program Presented to WASC less than 1 year from original team meeting to accreditation by WASC-June 24, June 13, 2002; received pilot status Fully accredited fall, 2007

25 Maintenance and Expansion Orientation programs-boot-up camp and midpoint symposium; refine each year and all team members participate Commencement event with speaker from profession Research Program-Community of Learners Research Projectongoing Cohort cocaptains Alumni association- online with regular meetings, employer participation, webinars, etc.; MSIDTAA. org Scholarship program-annual -$500 IDT Certificates- 2 levels -9 units and 15 units; package program elements; use with new MS in Nursing Administration degree in 2009 Model for other online degree programs on campus Unexpected issues-ethics and problem solving scenarios in intake interview and orientation activities

27 Problem Solving scenarios Used unethical behavior situations as problem solving scenarios Intake interview Boot-up camp orientation program small group discussion/resolution Assess individual behavior to handle own problems/situations with campus services (financial aid, Graduate Studies, etc.) and working in cohort setting with inappropriate behavior in the group

28 MSIDT Alumni Association (online)

29 Community of Learners Research Project Under direction of Dr. Joyce Lee, MSIDT Founding Team member Designed ongoing study to examine various aspects of an online learning community;used multiple measures and data points Multiple perspectives of team members institutional support students prior experiences with technology positive peer and instructor interactions constructivist approaches to teaching and learning cognitive changes generated in the discussion boards through critical discourse accessibility and reliability of web-based technologies perspective transformations engendered through assessment/evaluation activities Extensive Pragmatic scholarship and publications (see binder appendix)

30 Current Issues in the Field Faculty training Common procedures/protocols/best Practices in Field LMS changes- Blackboard and now MOODLE-open source Multimedia integration Maintain currency as technology evolves Workload Issues- 1 ½ times F2F Time intensive-develop, implement & teach Additional compensation-financial or assignment Assessment of Students and Faculty Readiness of students/expectations-smartermeasure Standardization of procedures and expectations Retention, Tenure and Promotion policies Authentication- software implementation Evolving federal regulations and regional accreditation

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